AND  WORK 


FOR 


KINDERGARTENS   AND 
PRIMARY    SCHOOLS 


DOMESTIC  ACTIVITIES 
WOOD  WORK 

RAPH1A 

DRAWING 

BLUE  PRINT 


ity 


KINDERGARTENS   and 
PRIMARY     SCHOOLS 


DOMESTIC  ACTIVITIES 
WOOD  WORK 

RAPHIA 

DRAWING 

BLUE  PRINT 


By   JANE    L.    htOXjj 

(Ethical  Cnllttre  School,  New  York  City") 

Illustrated   bv    LEILA    MAUDE    WILHELM 


1904 
MILTOX  BRADLEY  COMPANY 

Sl'KINGKIEI.D,    MASS. 


Copyrighted,  1904 

BY   MILTON   BRADLEY   COMPANY 
SPRINGFIELD,    MASS. 


Contents 


PAGE 

INTRODUCTION •         •         Ir 


PART  I. 
DOMESTIC  ACTIVITIES  .  .  15 

PART  II. 
WOOD  WORK       ...  20 

PART  III. 
RAPHIA  WINDING        .  •  44 

PART  IV. 
DRAWING     ...  .128 

PART  V. 
BLUE  PRINTS        ....  15° 


5 


Illustrations 


PAGE 
CHILDREN  IRONING        .          .          .  I-rontispiece 


DOMESTIC    ACTIVITIES 

CHILDREN  WASHING   .         .  14 

CHILDREN  BAKING       ......         16 


WOOD    WORK 

CHILDREN  AT  WORKBENCH          .  19 

PERFORATED  HOARD    .  23 

PLANT  STAND       .  24 

TOP      .         .  25 

CANDLESTICK        .  27 

BOAT    ...                            .  29 

MOLDING  BOARD  AND   ROLLING-PIN  .          .                   31 

DOLL'S  CHAIR      ....  33 

DOLL'S  TABLE      .  35 

DOLL'S  BEDSTEAD        ...  37 

WINDOW  Box       .....  39 

SAND  WAGON       .  .                            41 

LADDER                                   ...  .43 


Illustrations 

RAPHIA   WINDING 

Series  I.  PAGE 

NAPKIN  RING       .  ....         48 

TOP      .....  .  .49 

PENWIPER    .......  50 

CALENDAR  BACK  .  .51 

PINCUSHION           .         .  •         •         •         •         53 

STAMP  Box  .         .  .         .  -55 

BURNT  MATCH  HOLDER       .  ...         57 

DOLL'S  HAT         .......         58 

PIN  TRAY 59 

Series  II. 

PIN  BALL     .         .          .          .          .          .         .         .  61 

NEEDLE  BOOK      .......  63 

WHISK  BROOM  HOLDER       .....  65 

WHISK  BROOM  HOLDER       .  .         .  67 

TWINE  Box  .......  69 

HANDKERCHIEF  CASE  .          .  71 

Series  III. 

PICTURE  FRAME  ....  •         •         73 

MATCH  STRIKE    ....  -75 

TRIPLE  PICTURE  FRAME      .  .                   77 

THERMOMETER  BACK  .                  .  -79 

PICTURE  HOLDER          ....  81 

Series  IV. 

NOTE  BOOK           .          .  83 

LETTER  CASE        .                   .          .  .         .         85 

NEEDLE  BOOK      .                   .  87 

DARNING  CASE  8q 


Illustrations 


-  PAGE 

SCRAP  BAG  91 

MAY  BASKET  93 

MATCH  STRIKE    .  95 

COVERED  BOTTLE  97 

RATTLE        .  99 

DRINKING  GLASS  CASE  101 

HAIRPIN  Box       .  103 
CUFF  Box                                        .                            •        I05 


Series  VI. 

RINGS  FOR  RING  Toss  107 

NAPKIN  RING       .  109 

TOWEL  RINGS                        .  .                  •         .       in 


Series  VII. 

WHISK  BROOM     .  JI3 

BROOM          ...  :I5 

DOLL  .                  .         .        117 


Series  VIII. 

RAPHIA-TRIMMED  DOLL'S  HAT  119 

Box      ....  I21 

JARDINIERE  OR  SCRAP  BASKET  .                                   123 

WATCH  CASE       ...  125 

PICTURE  MOUNT           .         .  I26 

PICTURE  MOUNT  .         .         •         .127 


Illustrations 

DRAWING 

Series  I.  —  Curved  Lines 

1  AGE 

HOOP    .....  ...        129 

BIRD'S  NEST  WITH  EGGS     .  .        130 

SMOKE  .          .         .          .         .         .  .131 

SMOKE  FROM  CHIMNEY  OR  ENGINE     .          .          .        132 
SMOKE  ........        133 

Series  II.  —  Straight  Lines 
POLES  OR  POSTS  .         .         .         .         .         .134 

ROADS  OR  PATHS         .          .  ...        135 

LATTICE  WORK  OR  FENCES          .  .          .        136 

TRACKS         ....  .         .       137 

TRACKS         .....  .         .        138 

HOUSE  .         .         .         .         .         .139 

TREE  ........        140 

TREE  .....  .         .        141 

FEATHER  AND  ARROW         .....        142 

Series  III.  —  Curved  and  Straight  Lines 

TREE             .                  ....                  .  143 

CHICKEN       .                           .                  ...  144 

CAT      .  145 

RABBIT          ...                  .  146 

SNOW  MAN           .                           .         .                  .  147 

WAGON         .         .         .         .         .         .         .         .148 

ENGINE         ........  149 

BLUE    PRINTS 

FLOWERS      .         .         .         ..        .         .  .         .       151 

FLOWERS      ......  .153 

FLOWERS      .          .          .          .         .          .  .          .155 


10 


Introduction 

believe  the  exercises  suggested  in  this 
little  volume  supply  in  some  degree  the 
opportunities  for  large  free  muscular  movements, 
for  original  invention,  and  for  self-reliant  activ- 
ity, that  are  every  day  coming  to  be  more  and 
more  the  demands  of  the  modern  kindergarten 
and  primary  school. 

In  the  early  history  of  our  country,  before  the 
growth  of  our  large  cities,  many  activities  were 
possible  to  the  child  that  are  now  almost  wholly 
denied  him.  This  is  especially  true  of  the  child 
born  and  brought  up  in  the  city.  Under  former 
and  more  primitive  conditions,  the  child's  environ- 
ment contributed  directly  to  sturdiness  of  char- 
acter and  robustness  of  physique.  He  ranged  the 
fields  and  woods  almost  at  will,  picked  berries  on 
the  hillside,  drove  the  cattle  to  pasture,  watched 
the  planting  in  the  springtime,  took  his  small 
share  in  the  care  of  the  growing  crops  and  in  their 
harvesting  in  the  autumn.  He  thus  came  into 


ii 


Introduction 

direct  and  vital  contact  with  nature  and  with 
agriculture,  the  foundation  of  many  industries. 

To  a  similar  degree,  the  child  under  more 
primitive  conditions  came  into  intimate  relation- 
ship with  the  many  and  varied  activities  of  the 
household.  His  invention  was  stimulated  by 
exercises  the  practical  value  of  which  he  appre- 
ciated, and  he  grew  strong  in  both  body  and 
mind. 

How  shall  we  requite  the  child  of  to-day  for 
the  loss  of  a  life  near  to  nature  and  to  primitive 
industrial  conditions,  a  life  which  tended  to  the 
many-sided  development  characteristic  of  our 
earlier  history?  Our  schools  must  to  a  large 
extent  answer  this  question,  and  the  beginning 
of  the  answer  must  be  wrought  out  in  the  kin- 
dergarten. 

While  we  would  in  no  wise  depart  from  the 
spirit  of  Froebel's  teachings,  present  conditions, 
taken  in  connection  with  the  discoveries  of 
physiological  psychology,  would  seem  to  incline 
us,  in  some  degree  at  least,  to  depart  from  the 
letter  of  Froebel's  law,  particularly  in  regard  to 
the  large  amount  of  close  and  intricate  work 
often  given  to  little  children. 

The  children  of  the  kindergarten  of  Froebel's 
time,  like  the  children  under  our  own  early 
primitive  conditions,  had  almost  unlimited  access 


12 


Introduction 

to  the  outside  world,  and  they  reaped  the  sturdi- 
ness  of  mind  and  body  which  is  the  result  of  such 
relationship.  They  received  directly  from  nature 
and  from  their  more  primitive  surroundings 
stimuli  which  the  modern  kindergarten  must,  to 
some  degree  at  least,  now  supply.  We  believe, 
if  Froebel  were  living  to-day,  that  he  would  be 
the  first  to  see  the  necessity  for  broader,  freer 
work  in  the  kindergarten  to  make  good  the 
losses  of  the  child  due  to  our  more  artificial  and 
restricted  environment,  and  also  to  conform  to 
the  scientific  discoveries  of  the  present  time. 

To  meet  the  ever-increasing  demand  for  such 
broad,  free,  creative  work,  the  following  exercises 
are  submitted  for  the  consideration  of  teachers. 

J.  L.  H. 


Hand  Work  for  Kindergartens 


And  Primary  Schools 


Part  I.     Domestic  Activities 

better  kindergarten  exercises  are  to  be 
found  than  those  supplied  by  some  of  the 
more  simple  domestic  activities.  The  very  little 
child  is  content  to  make  believe.  He  does  not  feel 
the  need  of  doinor  real  things.  The  domestic  ac- 

o  o 

tivitics,  as  exercises  for  the  kindergarten,  should 
be  confined,  therefore,  to  the  older  and  more  ad- 
vanced children,  say  of  five  or  six  years,  whom  the 
purely  imaginative  plays  have  ceased  (to  a  con- 
siderable degree)  to  satisfy. 

To  obtain  the  best  results  in  the  use  of  these 
activities,  only  a  small  group  of  workers  should 
be  occupied  with  them  at  one  time.  This  neces- 
sitates the  sectioning  of  classes  in  many  kinder- 
gartens. 

If  possible,  a  small  room  should  be  fitted  up 
wherein  certain  simple  domestic  activities  may 
be  carried  on,  but  lacking  this  a  corner  of  the  kin- 

O 

dergarten  room  may  be  used. 

The  necessary  equipment  consists  of  a  small 
gas  range,  a  teakettle,  a  double  boiler,  a  set  of 
small  dishes,  with  the  addition  of  knives,  forks, 


Hand  Work  for  Kindergartens 


Children  Jlakin< 


16 


And  Primary  Schools 


and  spoons,  a  small  washtub,  a  wash  bench,  a 
washboard,  a  wringer,  an  ironing  board  and  irons, 
a  small  churn,  a  butter  bowl,  a  corn  popper,  an 
ice  cream  freezer,  a  molding  board,  a  rolling-pin, 
a  flour  sieve,  a  mixing  bowl,  tablecloth  and  nap- 
kins, kitchen  aprons,  dish  towels,  dust  cloths,  a 
mop,  a  broom,  a  dustpan,  a  market  basket,  and  a 
few  miscellaneous  dishes  for  various  uses. 

Many  of  these  things,  sufficiently  large  and 
durable  for  our  purpose,  can  be  found  in  chil- 
dren's toy$,  which  may  be  purchased  at  little  ex- 
pense. With  the  exception  of  a  gas  range,  almost 
the  entire  equipment  of  the  kindergarten  kitchen 
may  thus  be  made  up.  Chairs  and  tables  may 
be  taken  from  those  already  in  the  kindergarten. 

If  the  kindergarten  has  a  workbench,  the  chil- 
dren themselves  will  delight  to  make  little  uten- 
sils for  this  improvised  kitchen  ;  and,  though 
crude,  their  products  will  answer  the  purpose 
admirably.  If  the  kindergarten  also  be  so  for- 
tunate as  to  be  a  part  of  a  larger  school,  the 
older  boys  and  girls  of  the  grades  will  be  eager 
to  contribute,  -  -  the  boys  constructing  wash 
bench  and  ironing  board,  the  girls  making  aprons 
and  dusters  and  hemming  towels  and  table  linen. 

If  it  does  not  seem  desirable  to  make  these 
domestic  activities  a  regular  part  of  the  kinder- 
garten curriculum,  they  may  be  reserved  for 


Hand  Work  for  Kindergartens 


special   occasions,  or    for    particular   needs   that 
arise  in  the  course  of  the  regular  work. 

Our  little  kitchen  once  equipped,  the  condi- 
tions are  favorable  for  the  most  delightful  hap- 
penings. Here  the  children  may  cook  and  serve 
little  dishes  for  a  birthday  celebration.  Here 
they  may  make  pumpkin  pie  and  cranberry  sauce 
for  their  Thanksgiving  festival.  Here  corn  may 
be  popped  to  festoon  upon  the  Christmas  tree 
and  candy  made  to  fill  the  Christmas  boxes. 
Here  jelly  may  be  made  for  a  sick  playmate  or 
food  prepared  for  the  kindergarten  pets.  Here 
the  most  delicious  ice  cream  may  be  made  and 
the  most  fascinating  of  Easter  eggs  prepared. 
Here  also  the  children  may  wash  and  iron  their 
paste  and  paint  cloths,  their  dusters,  towels,  and 
aprons,  and  color  their  own  cord  and  raphia,  to 
be  used  later  in  the  hand  work.  Through  these 

o 

various  activities  all  the  joys  of  marketing  may 
take  place  and  in  this  most  delightful  of  all  spots 
the  children  may  even  make  bread  and  churn 
cream  into  butter.  In  this  little  kitchen  the 
children  will  pass  the  happiest  hours  of  their  last 
and  happiest  kindergarten  year.  And  why?  Be- 
cause here  it  is  not  all  make  believe  ;  because 
here  they  are  really  doing  something  that  has  a 
•vital  relation  to  their  own  lives  and  the  lives  of 
those  around  them. 


18 


And  Primary  Schools 


Hand  Work  for  Kindergartens 


Part    II.     Wood    Work 

TN  this  day  of  increasing  demand  for  untram- 

meled,  vigorous  expression  of  both  mind  and 

body,  the  workbench  in  the  kindergarten  is  surely 

a  legitimate  innovation.      Its  value  lies  not  in  the 

O 

tangible  result,  the  finished  product,  but  in  the 
opportunity  it  gives  for  broad,  free  movement  and 
the  exercise  of  creative  power. 

The  child's  delight  in  the  wood  work  arises 
from  the  vigorous  exercise  afforded  the  large 
muscles,  from  the  lawful  excuse  it  gives  him  for 
making  a  noise,  and  also  from  the  fact  that, 
through  his  own  mental  and  physical  efforts,  he 
is  furnished  with  objects  which  are  not  easily  de- 
stroyed and  which  can  be  really  used  for  the  pur- 
poses for  which  they  appear  to  be  created. 

Wood  work  at  its  beginning  should  be  care- 
fully superintended  until  the  child  can  be  trusted 
to  injure  neither  himself  nor  the  tools  he  uses,  and 
until  he  gains  some  idea  of  the  possibilities  af- 
forded by  this  new  means  of  expression.  The 


20 


And  Primary  Schools 


period  of  supervision  over,  the  child  may  be  al- 
lowed to  work  freely  and  without  suggestions, 
exercising  at  once  his  creative  as  well  as  his  mus- 
cular force. 

The  best  results  are  obtained  by  the  use  of 
prepared  pine  lumber,  but  these  need  not  neces- 
sarily be  the  best  results  from  the  point  of  view 
of  the  child's  development.  Indeed,  he  will  some- 
times show  more  creative  power  in  his  manipula- 
tion of  a  few  old  spools  and  some  irregularly- 
shaped  pieces  of  wood  obtained  from  a  demolished 
soap  box,  than  he  will  in  the  use  of  the  more 
elaborately  prepared  material. 

A  very  simple  and  inexpensive  workbench 
made  of  undressed  spruce,  2^  ft.  square  and  2  ft. 
high,  will  accommodate  four  workers  at  a  time. 
A  good  and  sufficient  equipment  of  tools  for  this 
bench  consists  of  four  Ball's  saws,  known  as  back 
saws,  each  8  in.  in  length,  four  hammers  of  me- 

O 

dium  but  not  too  light  weight,  four  /.T  in.  auger  bits 
with  gimlet  handles,  a  box  of  nails  of  various  sizes, 
a  pot  of  glue,  a  lead  pencil,  and  some  small  strips 
of  wood  of  sufficient  length  to  be  used  as  measures. 

*C7 

A  J/s  in.  stub  chisel  may  be  added  for  sharpening 
sticks  for  various  purposes,  but  this  should  never 
be  used  in  the  unsupervised  work. 

A  stain  made  of  Diamond  dyes  may  be  used  by 
the  child  for  coloring  the  wooden  toys  and  furni- 


2  I 


Hand  Work  for  Kindergartens 


ture  which  he  makes.  It  is  easily  prepared  by  dis- 
solving the  powder  in  hot  water,  and  a  little  skill 
in  combining  the  different  colored  powders  will 
give  almost  any  tone  desired.  This  stain  may 
be  applied  with  a  brush  or  cloth.  It  dries  quickly 
and  with  it  an  even  covering  is  more  easily  se- 
cured than  by  using  paint. 

Lumber  should  be  furnished  already  planed 
for  the  models  described  in  the  following  pages. 
The  child's  independent  work  will  consist  in 
sawing,  boring,  nailing,  and  gluing.  In  planing 
and  measuring  he  will  require  some  assistance. 

Perforated  Board 

From  §4  i°-  Pme  lumber  saw  a  5  in.  square. 
With  a  hammer  drive  a  large  wire  nail  into  the 
square  to  about  the  depth  of  ^  in.  at  some  point 
upon  its  surface.  Pull  the  nail  out  and  drive  it 
again  a  short  distance  from  the  first  hole.  Con- 
tinue making  these  holes  until  they  form  a  sym- 
metrical design  upon  the  surface  of  the  square 
board.  The  pattern  may  first  be  drawn  upon 
paper  if  desired  and  the  design  thus  formed, 
when  fastened  to  the  surface  of  the  wooden 
square,  will  serve  as  a  guide  for  the  child's  work. 

After  the  board  has  been  decorated  in  this 
manner  it  may  be  converted  into  a  flower  stand, 
a  chair  seat,  a  window  box,  or  a  table  top. 


And  Primary  Schools 


*  • 

a  «  • 


Perforated  Board 


Hand  Work  for  Kindergartens 


Model  I— Plant  Stand 

To  utilize  one  of  the  perforated  boards,  pre- 
pare four  pine  blocks,  \y2  in.  long,  il/2  in.  wide, 
and  y±  'm-  thick.  Nail  these  blocks  to  the  under 
side  of  the  perforated  square,  one  at  each  corner, 
and  the  result  is  a  pretty  little  stand  for  holding 
a  plant. 





Plant  Stand 


And  Primary  Schools 


Model  II.  —  Top 

From  a  %  in-  piece  of  pine  lumber,  saw  a 
square,  3  in.  x  3  in. 

Bore  a  hole  with  a  yV  in-  auger  bit  in  the 
center  of  the  square. 

Saw  from  each  corner  of  the  square  a  right- 
angled  isosceles  triangle,  whose  hypotenuse  is 
\Y4  in. 

Insert  into  the  center  hole  a  4  in.  section  of  a 
dowel  stick  sharpened  at  one  end  and  thick 
enough  to  fit  snugly. 


Top 


Hand  Work  for  Kindergartens 


Model  III.  —  Candlestick 

For  the  base,  saw  from  a  2  in.  soft  wood  cyl- 
inder a  Y^.  in.  section. 

For    the    handle,   bore    a    hole  with   a    T\    in. 
auger  bit  in  one  end  of  a   ^  i'1-  dowel  stick  to 
about  the  depth  of  ^  °f  an  inch.     Saw  a  ^  in 
section  from  the  bored  end  of  this  stick. 

For  the  holder,  saw  a  i  in.  section  from  the 
bored  end  of  the  above-mentioned  dowel  stick. 

Glue  the  closed  end  of  the  holder  to  the  center 
of  one  of  the  flat  faces  of  the  base  section.  Glue 
the  %  in.  ring,  to  serve  as  a  handle,  to  a  point 
in  the  outer  edge  of  the  base  section. 

Insert  a  small  Christmas  candle  in  the  holder 
and  the  model  is  complete. 

If  desired,  a  hand  vise  may  be  used  to  hold  the 
dowel  stick  firmly  in  position  while  the  hole  is 
being  bored. 


26 


And  Primary  Schools 


Candlestick 


27 


Hand  Work  for  Kindergartens 


Model  IV.  — Boat 

From  a  3/g  in.  piece  of  pine  lumber,  saw  an 
oblong,  10  in.  x  4  in. 

Measure  in  from  the  corners  \}{  in.  on  the 
ends  and  2^3  in.  on  the  sides.  Connect  these 
points  by  straight  lines.  Saw  from  each  corner 
the  right-angled  scalene  triangle  thus  marked  off. 

Bore  a  hole  i  in.  from  the  front  end  of  the 
sawed  piece  and  insert  in  it  a  mast  8  in.  high, 
made  from  a  -/'(T  in.  dowel  stick.  Glue  a  paper 
sail  of  the  desired  size  to  the  mast. 

Bore  a  hole  in  the  front  end  and  pass  a  string 
through  it.  The  boat  is  then  complete. 


28 


And  Primary  Schools 


29 


Hand  Work  for  Kindergartens 


Models  V.  and  VI.  —  Molding  Board  and 
Rolling- Pin 

For  the  board,  saw  a  12  in.  length  from  a  piece 
of  pine  lumber,  10  in.  wide  and  ^  in.  thick. 

To  keep  the  board  from  warping,  nail  to  the 
two  opposite  ends,  at  right  angles  with  the  grain 
of  the  wood,  a  pine  strip  10  in.  long,  ^  in.  wide, 
and  y?,  in.  thick. 

For  the  pin, saw  a  section  6  in.  long  from  a  \y2 
in.  soft  wood  cylinder.  With  an  auger  bit,  bore  a 
hole  in  each  end  of  the  section  of  cylinder  to  about 
the  depth  of  i  inch, 

From  a  24  m-  dowel  stick,  saw  two  sections 
each  3  in.  long,  for  handles. 

Insert  the  handles  in  the  holes  bored  in  the  6 
in.  section  of  cylinder  and  fasten  them  securely 
with  glue. 


And  Primary  Schools 


Hand  Work  for  Kindergartens 


Model  VII.  -  Doll's  Chair 

For  the  bottom  or  seat  of  the  chair,  prepare  a 
square,  2  in.  x  2  in.,  from  ^  m-  pine  lumber. 
Decorate  this  square  seat  with  a  design  formed 
by  making  holes  with  a  hammer  and  nail.  Bore 
a  hole  in  each  corner  of  the  bottom  of  the  seat, 
with  a  A  in.  auger  bit. 

Saw  four  i^  in.  lengths  from  a  fV  in.  dowel 
stick  for  legs.  Insert  these  in  the  holes  in  the 
bottom  of  the  seat  and  secure  them  with  glue. 

For  the  back  of  the  chair,  use  an  oblong  block, 
3  in.  x  2  in.,  and  %  'm-  m  thickness.  Fasten 
this  by  nailing  it  securely  along  the  back  edge  of 
the  chair  seat. 


And  Primary  Schools 


33 


Hand  Work  for  Kindergartens 


Model  VIII.  -  Doll's  Table 

From  a  ^  in.  pine  board,  saw  a  square,  4  in. 
x  4  in.  Decorate  this  square  with  a  design  made 
with  a  hammer  and  nail.  Bore  a  hole  in  each 
corner  of  the  under  side  of  this  square  with  a  5/g 
in.  auger  bit. 

For  the  legs,  cut  four  3  in.  lengths  from  a  5/s 
in.  dowel  stick,  and  glue  them  into  the  holes  on 
the  under  side  of  the  table  top. 


34 


And  Primary  Schools 


Doll's   Table 


35 


Hand  Work  for  Kindergartens 


Model  IX.  —  Doll's  Bedstead 

Saw  an  oblong,  6  in.  x  4  in.  from  a  ^  in.  pine 
board.  Bore  four  holes,  one  in  each  corner  of 
this  board,  with  a  ^  in.  auger  bit. 

Saw  four  sections,  each  1^2  in.  long,  from  a  ^ 
in.  dowel  stick.  Insert  one  of  these  pieces  in 
each  of  the  holes  made  in  the  oblong  board,  and 
fasten  it  with  Q]UQ. 

O 

Prepare  a  square,  4  in.  x  4  in.,  ^  in.  thick,  for 
the  headboard,  and  an  oblong,  4  in.  x  2  in.,  ^ 
in.  thick,  for  the  footboard.  Decorate  both  with 
nail  hole  designs  and  fasten  them  to  the  ends  of 
the  large  oblong. 

Articles  of  doll's  furniture  may  be  multiplied 
indefinitely  and  a  whole  doll  house  may  thus  be 
furnished  by  the  children. 


And  Primary  Schools 


DolTs  Bedstead 


37 


Hand  Work  for  Kindergartens 


Model  X.  —  Window  Box 

Use  ^/g  in.  pine  lumber.  For  the  sides,  saw 
two  oblongs,  8  in.  x  3  in.  For  the  ends,  saw 
two  oblongs,  3  in.  x  3%  in.  For  the  bottom, 
saw  one  oblong,  4  in.  x  8  in. 

Decorate  the  side  and  end  boards  with  nail 
hole  designs.  To  facilitate  drainage,  bore  eight 
holes  in  the  bottom  board  with  a  fV  in.  auger 
bit. 

Fasten  all  together  and  fill  with  earth  in  which 
to  sow  seeds. 


And  Primary  Schools 


39 


Hand  Work  for  Kindergartens 


Model  XL  —  Sand  Wagon 

Use  y±  in  lumber.  Prepare  two  oblongs  for 
the  sides  of  the  wagon  box,  8  in.  x  2  in.,  two 
oblongs  for  the  ends,  4  in.  x  2  in.,  and  one  ob- 
long for  the  bottom,  8  in.  x  4^  in.  Fasten 
all  together. 

For  wheels,  saw  four  y%  in.  sections  from  a  2 
in.  pine  cylinder  and  bore  a  $/%  in.  hole  in  the 
center  of  each  section. 

For  the  axles,  saw  two  5%  in.  lengths  from  a 
fV  in.  dowel  stick.  Fasten  these  sticks  to  the 
bottom  of  the  box  by  means  of  small  wire  brads. 

Slip  the  ends  of  the  axles  through  the  holes  in 
the  wheels  and  secure  them  by  means  of  small 
wire  nails  driven  into  the  axles  outside  the 
wheels. 

Bore  a  hole  in  the  top  of  the  front  end  of  the 
wagon  box  and  insert  a  string  by  which  the 
wagon  may  be  drawn. 


40 


And  Primary  Schools 


Hand  Work  for  Kindergartens 


Model  XII.  —  Ladder 

This  model  is  suitable  for  group  work,  and 
when  finished  may  be  used  in  playing  about  the 
doll's  house,  to  ascend  to  the  roof  in  the  case  of 
a  make-believe  fire,  or  as  a  means  of  access  to  the 
roof  garden.  The  children  will  also  enjoy  using 
it  to  reach  articles  in  the  room  otherwise  inac- 
cessible. 

This  ladder  is  48  in.  long  and  12  in.  wide. 
There  are  eight  rungs,  each  12  in.  long,  made 
from  y^  in.  dowel  sticks.  The  side  pieces  con- 
sist of  pine  strips  48  in.  long,  2  in.  wide,  and  ]/% 
in.  thick.  The  holes  for  the  rungs  are  bored 
through  the  sides.  The  first  and  last  rungs  are 
placed  3^  in.  from  the  ends  of  the  ladder  and  a 
distance  of  5  in.  is  maintained  between  all  the 
rungs.  Small  wire  nails  are  used  for  fastening 
the  rungs  into  place. 


42 


And  Primary  Schools 


43 


Hand  Work  for  Kindergartens 


Part  III.      Raphia  Winding 

HpHE  artistic  possibilities  of  raphia,  as  well  as 
its  strength  and  pliability,  make  it  especially 
desirable  for  kindergarten  occupations.  The 
conventional  weaving  and  braiding  of  raphia  have 
been  found  far  too  difficult  for  our  purpose  and 
some  simple  method  must  be  devised  for  its  use 
with  little  children.  With  this  thought  in  mind, 
after  much  experience  and  observation,  we  pre- 
sent the  series  of  raphia  models  which  follows. 

We  believe  the  work  here  shown  to  be  adapted 
to  the  needs  of  children  of  five  and  six  years  of 
age.  It  is  particularly  valuable  because  of  its 
simplicity,  its  blending  of  the  artistic  and  useful, 
its  possibilities  for  independent  effort  on  the  part 
of  the  child,  and  because  it  develops  manual  skill 
without  undue  strain  of  eye  or  hand. 

Materials  Needed 

Raphia,  dyed  or  in  the  natural  color,  ash  splint, 
and  reed.  These  may  be  purchased  of  firms 
carrying  kindergarten  supplies  or  materials  for 
Indian  basketry. 


44 


And  Primary  Schools 


Plain  hard  wood  slats.  Flat  reed  may  be  used 
instead,  if  preferred. 

Pasteboard  of  medium  thickness.  Old  boxes 
and  writing-pad  backs  may  be  utilized. 

Pasteboard  mailing  tubes  of  different  sizes. 
These  may  be  obtained  of  a  printer  or  stationer. 
Ribbon  bolts  may  be  substituted  for  these  if 
desired. 

Tools  Needed 

These  are  sharp-pointed  scissors,  sloyd  knife, 
foot  ruler,  and  compasses.  All  are  for  the  use  of 
the  kindergartner,  in  preparing  the  pasteboard 
foundations.  A  worsted  needle,  No.  18,  is  needed 
for  the  child. 

General  Suggestions 

To  secure  the  best  results,  the  raphia  should 
be  wet  and  then  allowed  to  become  partially  dry 
before  using.  This  treatment  renders  it  pliable. 

The  kindergartner  may  color  her  own  material 
with  Diamond  dye;  or  the  raphia  may  be  used  in 
the  natural  tone,  and  the  children  themselves,  by 
means  of  brush  and  paint,  may  color  the  com- 
pleted models. 

When  working,  care  should  be  exercised  in 
holding  the  strands  firmly  and  in  winding  them 
closely,  or  portions  of  the  foundations  may  be 
exposed  by  the  shrinking  of  the  raphia. 

During  the   process   of    covering,   do    not    tie 


45 


Hand  Work  for  Kindergartens 


knots  in  the  raphia.  Fasten  all  the  ends,  except 
the  last  one,  by  holding  them  down  and  winding 
over  them.  When  the  foundation  is  completely 
covered,  pass  the  last  end  of  raphia  through  the 
eye  of  a  large  needle  and  secure  it  as  any  ordinary 
thread  is  fastened. 

To  insure  an  even  covering  of  a  disk  it  will  be 
necessary  to  go  over  it  more  than  once.  Allow 
the  strands  of  raphia  to  spread  apart  at  the  cir- 
cumference of  the  disk  at  the  first  winding,  as 
indicated  in  Fig.  i,  and  cover  the  portions  of  ex- 
posed foundation  afterwards.  Unless  this  rule  is 
followed  the  results  will  not  be  satisfactory. 

Use  a  compass  and  sharp-pointed  scissors  in 
preparing  the  foundation  disks. 

To  make  the  foundation  rings,  wrap  a  piece  of 
paper  of  the  desired  width  about  a  mailing  tube 
or  ribbon  bolt  and  secure  it  with  a  rubber  band. 
The  upper  edge  of  the  paper  then  acts  as  a  guide 
for  the  sloyd  knife,  and  sections  may  be  cut  from 
the  pasteboard  with  exactness,  ease,  and  rapidity. 
A  strip  of  tin  may  be  substituted  for  the  paper 
guide  with  good  results. 

To  make  a  raphia  bow,  loop  a  strand  of  the 
material  back  and  forth  in  the  fingers.  Then 
wind  the  end  of  the  strand  firmly  around  the 
middle  of  the  loops  and  tie  in  a  hard  knot  at  the 
back,  as  shown  in  Fig.  2. 


46 


And  Primary  Schools 


/ 


( 


Fig.   i 


Fig.  3 


47 


Hand  Work  for  Kindergartens 


SERIES   I 

Model  L  —  Napkin  Ring 

FOUNDATION  : — One  pasteboard  ring,  i  in.  wide, 
2  in.  in  diameter. 

Take  a  strand  of  dampened  raphia,  hold  one 
end  down  against  the  inside  of  the  foundation 
ring  and  wind  over  it  until  the  end  is  secure. 
Continue  winding,  adding  another  strand  each 
time  the  old  one  is  exhausted,  until  the  whole 
ring  is  completely  and  evenly  covered.  Fasten 
the  last  end  of  raphia  on  the  inside  of  the  ring, 
using  the  large  worsted  needle  for  that  purpose. 


Napkin  King 


And  Primary  Schools 


Model  II.  —  Top 

FOUNDATION:  —  One  pasteboard  disk,  2^2 
in.  in  diameter,  with  a  small  round  hole  cut 
in  the  center. 

Thread  the  worsted  needle  with  raphia  and 
pass  the  strand  over  and  over  the  disk,  putting 
the  needle  through  the  center  hole  each  time. 
Allow  the  strands  of  raphia  to  spread  apart  at 
the  circumference  of  the  disk  at  the  first  winding, 
covering  these  portions  of  exposed  foundation 
afterwards.  Continue  the  winding  until  both 
surfaces  of  the  disk  are  completely  covered. 
Take  a  piece  of  reed,  or  a  section  of  a  dowel 
stick,  3  in.  long  and  yV  in.  wide,  sharpen  at  one 
end  and  pass  it  through  the  hole  in  the  center 
of  the  disk. 


Top 


49 


Hand  Work  for  Kindergartens 


Model  III.  —  Penwiper 

FOUNDATION: — One  pasteboard  disk,  2^3  in.  in 
diameter,  with  a  y2  in.  round  hole  cut  in  the  center. 

Cover  the  disk  with  raphia.  Fasten  several 
circular  pieces  of  chamois  skin  to  the  under  side 
of  the  disk.  Sew  a  raphia  bow  in  the  center  of 
the  disk  on  top  and  the  penwiper  is  complete. 


Pen  wipei 


And  Primary  Schools 


Model  IV.  —  Calendar  Back 

FOUNDATION: — One  pasteboard  disk,  4  in.  in 
diameter,  with  a  l/2  in.  round  hole  cut  in  the  center. 

Fasten  a  small  calendar  to  the  center  of  the 
raphia-covered  disk.  Ornament  with  bows  and 
hang  by  means  of  a  raphia  loop. 


Calendar  Hack 


Hand  Work  for  Kindergartens 


Model  V ' .  —  Pincushion 

FOUNDATION  : — One  pasteboard  ring,  i  in.  wide 
and  2  in.  in  diameter. 

One  pasteboard  disk,  2  in.  in  diameter,  with  a 
small  round  hole  cut  in  the  center. 

Wind  the  ring  and  disk  separately,  then  fasten 
them  together,  sewing  the  disk  all  the  way  around 
one  edge  of  the  ring,  passing  the  raphia-threaded 
needle  through  the  edge  of  the  disk  and  up  over 
the  top  edge  of  the  ring  at  every  stitch,  as  shown 
in  Fig.  3. 

Make  a  cushion  for  holding  the  pins  by  cover- 
ing a  scrap  of  cotton-wool  with  a  bit  of  silk. 
Fasten  this  cushion  into  the  box  formed  by  the 
union  of  the  disk  and  the  ring. 

A  worsted  ball,  made  over  pasteboard  rings, 
wound,  cut,  and  trimmed  entirely  by  the  child, 
maybe  substituted  for  the  silk  cushion,  if  desired. 


And  Primary  Schools 


Fig.  3 


*      * 


Pin  cushion 


53 


Hand  Work  for  Kindergartens 


Model  VI  —  Stamp  Box 

FOUNDATION  : — One  pasteboard  ring,  i  in.  wide 
and  2  in.  in  diameter. 

Two  pasteboard  disks,  2  in.  in  diameter,  with  a 
small  round  hole  cut  in  the  center  of  each. 

Cover  the  disks  and  the  ring  with  raphia.  Use 
the  ring  for  the  side  wall  of  the  box,  one  of  the 
disks  for  the  bottom,  and  the  other  for  the  lid. 
Fasten  the  bottom  as  shown  in  Fig.  3.  With  a 
strand  of  raphia  join  the  lid  to  the  box  by  sewing 
over  and  over  through  the  edge  of  the  disk  and 
ring  at  one  point.  Ornament  the  hinge  thus 
formed  with  a  bow  of  raphia. 


54 


And  Primary  Schools 


SI  a  i  up  Box 


Hand  Work  for  Kindergartens 


Model  VII.  —  Burnt  Match  Holder 

FOUNDATION: — One  wooden  ring,  3/g  in.  wide 
and  2^4  in.  in  diameter. 

To  make  the  ring,  soak  a  plain,  hard  wood  slat 
in  water  until  it  becomes  pliable.  Cut  a  small 
portion  from  the  end,  leaving  the  slat  7^  in. 
long.  Bend  this  slat  into  the  form  of  a  ring. 
Lap  one  end  over  the  other  for  the  space  of  y2 
in.,  and  sew  firmly  together  with  a  needle  and 
thread.  If  desired,  a  flat  reed  may  be  used  instead 
of  the  slat. 

Wind  the  ring  thus  formed  with  raphia  and 
sew  two  little  raphia  bows  on  opposite  sides  of  it. 
Make  a  loop  for  hanging  and  insert  a  small  glass 
in  the  ring. 


And  Primary  Schools 


Hand  Work  for  Kindergartens 


Model  VIII.  -  Doll's  Hat 

FOUNDATION: — One  wooden  ring,  y%  in.  wide 
and  2^  in.  in  diameter. 

One  pasteboard  disk,  3^  in.  in  diameter,  with 
a  small  round  hole  cut  in  the  center. 

After  covering  the  disk  and  the  ring,  sew  the 
ring  to  the  under  side  of  the  disk.  Fasten  short 
strands  of  raphia  on  opposite  sides  of  the  ring  for 
tie  strings  and  complete  the  hat  by  sewing  a 
raphia  bow  to  the  center  of  the  crown. 


noil's  Hat 


And  Primary  Schools 


Model  IX.  —  Pin  Tray 

FOUNDATION  : — One  reed  ring,  ^  in.  wide,  3^ 
in.  in  diameter. 

One  pasteboard  disk,  3^  in.  in  diameter,  with 
a  y%  in.  round  hole  cut  in  the  center. 

Cut  a  piece  of  flat  reed  i  il/2  in.  long  and  form 
it  into  a  ring.  Lap  the  ends  y2  in.  and  sew  them 
firmly  together.  After  covering  this  ring  and 
the  pasteboard  disk  with  raphia,  join  them  as  in- 
dicated in  the  model. 


Pin   Tray 


59 


Hand  Work  for  Kindergartens 


SERIES   II 

Model  L  —  Pin  Ball 

FOUNDATION  : — Two  pasteboard  disks,  3  in.  in 
diameter,  with  a  y2  in.  round  hole  cut  in  the 
center  of  each. 

Place  the  disks  so  that  two  of  their  circular 
faces  coincide.  Hold  them  loosely  and  wind  both 
together  with  raphia.  When  completely  covered, 
they  have  the  appearance  of  one  disk  about  */& 
in.  thick.  Sew  a  raphia  bow  to  the  center  of  each 
side  of  the  disk  thus  formed.  Stick  pins  around 
the  edge  and  hang  with  a  loop  and  bow. 


60 


And  Primary  Schools 


Pin  Ball 


6l 


Hand  Work  for  Kindergartens 


Model  II.  —  Needle  Book 

FOUNDATION: — Two  pasteboard  disks,  2^  in. 
in  diameter,  with  a  small  round  hole  cut  in  the 
center  of  each. 

For  holding  the  needles,  place  two  or  three 
circular  leaves  of  flannel  between  the  two  raphia- 
covered  disks.  Fasten  all  together  by  means  of 
a  raphia  hinge  ornamented  with  a  bow.  For 
tie  strings,  sew  a  short  strand  of  raphia  to  the 
edge  of  each  cover  at  a  point  opposite  the 
hinge. 


62 


And  Primary  Schools 


Needle  Book 


Hand  Work  for  Kindergartens 


Model  III.  —  Whisk  Broom  Holder 

FOUNDATION  : — Two  pasteboard  disks,  4^2  in. 
in  diameter,  with  l/2  in.  round  hole  cut  in  the 
center  of  each. 

Wind  the  disks  smoothly  with  raphia,  and  with 
a  strand  of  the  same  material  fasten  them  to- 
gether at  two  opposite  points  on  their  circum- 
ferences. Make  a  loop  for  hanging,  and,  to 
complete  the  model,  fasten  a  large  raphia  bow  to 
the  center  of  the  front  disk. 


64 


And  Primary  Schools 





Whisk  Broom  Holder 


Hand  Work  for  Kindergartens 


Model  IF.  —  Whisk  Broom   Holder 

Another  whisk  broom  holder,  less  simple  than 
the  preceding  one,  may  be  made  by  joining  three 
small  raphia-covered  disks  in  the  form  of  a  tri- 
angle, backing  them  with  pasteboard  and  hang- 
ing with  a  loop  and  bow  as  shown  in  Model  IV. 


66 


And  Primary  Schools 


\ 


\ 


if? 


U'hisk  It  room  Holder 


67 


Hand  Work  for  Kindergartens 


Model  V.  —  Twine  Box 

FOUNDATION  : — Six  pasteboard  disks,  2  in.  in 
diameter,  with  a  small  round  hole  cut  in  the 
center  of  each. 

Cover  the  disks  separately  and  fasten  them 
together  in  the  form  of  a  cubical  shaped  box, 
using  four  of  the  disks  for  the  side  walls,  one  for 
the  bottom  and  one  for  the  lid.  The  last  named 
is  to  be  fastened  by  means  of  a  raphia  hinge. 

Place  a  ball  of  twine  in  the  box  and  pass  the 
end  of  the  twine  through  the  hole  in  the  center 
of  the  lid. 


And  Primary  Schools 


Twine  Bo.v 


69 


Hand  Work  for  Kindergartens 


Model  VI.  —  Handkerchief  Case 

FOUNDATION  :  —  Twenty-four  pasteboard  disks, 
i^4  m-  m  diameter,  with  a  l/2  in.  circular  hole  cut 
in  the  center  of  each. 

After  the  disks  are  wound,  fasten  them  together 
so  that  they  form  two  oblongs,  each  three  disks 
wide  and  four  disks  long. 

Line  each  oblong  with  a  silk  pad,  containing  a 
layer  of  cotton  wadding  and  a  small  quantity  of 
sachet  powder. 

Join  the  oblongs  at  one  end  and  ornament  with 
ribbon,  as  shown  in  the  model. 


And  Primary  Schools 


Handkerchief  Case 


Hand  Work  for  Kindergartens 


SERIES   III 

Model  /.  —  Picture  Frame 

FOUNDATION  :  — One  pasteboard  disk,  6  in.  in 
diameter,  with  a  circular  hole,  3^/2  in.  wide,  cut 
in  the  center. 

Cover  the  i  %  m-  foundation  ring  smoothly 
with  raphia.  Hang  by  means  of  a  raphia  loop, 
fastened  either  to  the  back  or  front  of  the  frame 
and  ornament  with  bows,  if  desired. 

Back  the  frame  with  a  4  in.  x  4  in.  square  of 
pasteboard. 


And  Primary  Schools 


Picture  Frame 


Hand  Work  for  Kindergartens 


Model  II.  —  Match  Strike 

FOUNDATION  : — One  pasteboard  disk,  4^  in. 
wide,  with  a  3  in.  round  hole  cut  in  the  center. 

Cover  the  }{  in.  ring  with  raphia  and  glue  a  4 
in.  circle  of  sandpaper  to  the  back  of  the  ring, 
with  the  sanded  surface  placed  against  the  raphia. 
Ornament  with  bows  and  hang  by  a  loop. 


74 


And  Primary  Schools 


Match  Strike 


75 


Hand  Work  for  Kindergartens 


Model  III.  —  Triple  Picture  Frame 

FOUNDATION  : — Three  pasteboard  disks,  3^  in. 
in  diameter,  with  a  2  in.  circular  hole  cut  in  the 
center  of  each. 

Cover  the  three  ^  in.  rings  with  raphia.  Back 
them  with  three  squares  of  pasteboard,  and  fasten 
them  together  in  the  form  of  a  triangle.  Hang 
with  a  loop  and  bow. 


And  Primary  Schools 


\ 


Triple  Picture  Frame 


77 


Hand  Work  for  Kindergartens 


Model  IV.  —  Thermometer  Back 

FOUNDATION  : — One  pasteboard  oval.  3  in.  x  5 
in.,  with  a  small  oval  slit  in  the  center,  2l/2  in.  x  34 
in. 

Wind  the  foundation  with  raphia.  Fasten  the 
thermometer  as  indicated  in  the  picture  and  hang 
by  means  of  a  raphia  bow  and  loop. 


And  Primary  Schools 


Thermometer  Back 


79 


Hand  Work  for  Kindergartens 


Model  V.  —  Picture  Holder 

FOUNDATION: — Three  pasteboard  disks,  4^  in. 
in  diameter,  with  a  3^  in.  circular  hole  cut  in  the 
center  of  each. 

Cover  the  three  y2  in.  rings  with  raphia,  and 
fasten  together  as  indicated  in  the  model.  Finish 
with  a  loop  and  bow. 


80 


And  Primary  Schools 


Picture  Holder 

81 


Hand  Work  for  Kindergartens 


SERIES   IV 

Model  I.  —  Note  Book 

FOUNDATION: — Two  pasteboard  oblongs,  2^ 
in.  x  6  in. 

Wind  the  boards  with  raphia.  Cut  several 
leaves  of  white  note  paper,  2}{  in.  x  5^4  in.,  and 
place  them  between  the  raphia-wound  boards. 
Bind  all  together  on  one  of  the  longer  edges  by 
sewing  over  and  over,  through  the  paper  and  the 
raphia-covered  boards.  Tie  a  small  pencil  to  a 
point  in  the  binding. 


82 


And  Primary  Schools 


- 


Note  Book 


Hand  Work  for  Kindergartens 


Model  II.  —  Letter  Case 

FOUNDATION  : — One  oblong  pasteboard,  4  in.  x 
Sl/2  in. 

One  oblong  pasteboard,  3/4  in.  x  5^2  in. 

After  covering  the  oblongs,  place  the  boards 
together  so  that  two  of  the  longer  edges  coincide, 
and  sew  over  and  over  through  these  ed^es  with 

O  Q 

a  sharp  pointed  needle  and  a  strand  of  raphia. 
The  joined  edges  form  the  bottom  of  the  case. 
Let  the  narrow  board,  which  acts  as  the  front  of 
the  case;  fall  forward  2^4  in.  from  the  back  like 
an  open  book.  Secure  it  in  this  position  by  run- 
ning several  strands  of  raphia,  varying  in  length, 
back  and  forth  between  the  two  boards  at  the 
sides.  Hang  the  case  by  means  of  a  loop  and 
bow. 


84 


And  Primary  Schools 


Letter  Case 


Hand  Work  for  Kindergartens 


Model  III.  —  Needle  Book 

FOUNDATION  : — Two  oblong  pasteboards  each 
2  in.  x  3  in. 

After  winding,  place  between  the  boards  sev- 
eral leaves  of  flannel,  cut  a  little  smaller  than  the 
covers,  and  bind  all  together  with  raphia. 


86 


And  Primary  Schools 


Needle  Book 


Hand  Work  for  Kindergartens 


Model  IV.  —  Darning  Case 

FOUNDATION: — Two  pasteboard  oblongs,  each  6 
in.  x  35^2  in. 

Wind  and  fasten  the  oblongs  together  by 
means  of  four  straps  made  of  narrow  ribbon.  As 
the  case  lies  open,  take  two  of  the  straps  and 
fasten  one  end  of  each  to  the  riod-it  edsre  of  each 

O  O 

cover.  Take  the  other  two  straps  and  fasten  one 
end  of  each  to  the  left  edge  of  each  cover.  This 
secures  two  sets  of  hinges,  and  the  case  will  open 
and  close  equally  well  at  back  or  front.  Under 
one  set  of  straps  place  some  leaves  of  flannel, 
notched  around  the  edges,  for  holding  the  needles  ; 
under  the  other  set,  place  several  skeins  of  darn- 
ing cotton. 


And  Primary  Schools 


Darning  Case 


89 


Hand  Work  for  Kindergartens 


SERIES  V 

Model  I.  —  Scrap  Bag 

FOUNDATION: — One  pasteboard  ring,  2^  in. 
wide  and  3  in.  in  diameter. 

One  pasteboard  disk,  3  in*,  in  diameter,  with  a 
yz  in.  round  hole  cut  in  the  center. 

Fasten  the  covered  disk  to  the  bottom  edge  of 
the  covered  ring.  Ornament  and  hang  with  a 
ribbon. 


90 


And  Primary  Schools 


Scrap  Bag 


Hand  Work  for  Kindergartens 


Model  II.  —  May  Basket 

FOUNDATION: — One  ash-splint  ring,  i%  in- 
wide,  and  4  in.  in  diameter. 

One  pasteboard  disk,  4  in.  in  diameter,  with  a 
YZ  in.  round  hole  cut  in  the  center. 

One  hard  wood  slat,  10  in.  long  and  %  in. 
wide. 

Cut  the  ash  splint  13  in.  long.  Bend  it  in  the 
form  of  a  ring  and  lap  the  ends  i  in.  Secure  it 
by  winding  over  and  over  the  lapped  ends,  and 
by  passing  the  needle  and  thread  back  and  forth 
several  times  through  the  double  splint.  Cover 
with  raphia.  Fasten  the  disk  when  covered 
to  one  edge  of  the  covered  ring.  Wind  the  slat 
with  raphia.  Bend  it  in  the  form  of  a  handle  and 
fasten  the  ends  by  sewing  them  securely  to  the 
inside  of  the  ring  at  opposite  points. 


92 


And  Primary  Schools 


May  Basket 


93 


Hand  Work  for  Kindergartens 


Model  III.  —  Match  Strike 

FOUNDATION  :  —  One  pasteboard  ring,  which 
may  be  formed  from  a  ribbon  bolt,  3  in.  wide  and 
2l/2  in.  in  diameter. 

Two  pasteboard  disks,  2  3/g  in.  in  diameter. 

Cover  the  ring  with  raphia.  Paste  a  piece  of 
sandpaper,  2^2  in.  in  diameter,  on  one  side  of 
each  of  the  uncovered  pasteboard  disks.  With 
the  sandpaper  side  out,  insert  one  of  the  disks 
into  the  ring  at  each  end.  Place  a  little  heavy 
glue  carefully  around  both  edges  of  the  ring  and 
press  down  the  sandpaper  until  it  adheres  firmly. 
Hang  with  ribbon  or  raphia. 


94 


And  Primary  Schools 


Match  Strike 


95 


Hand  Work  for  Kindergartens 


Model  IV.  —  Covered  Bottle 

FOUNDATION  :  —  One  pasteboard  ring  as  wide 
as  the  bottle  is  long,  exclusive  of  the  neck. 

One  pasteboard  disk,  the  size  of  the  bottom  of 
the  bottle,  with  a  small  round  hole  cut  in  the  center. 

One  pasteboard  disk,  the  size  of  the  bottle,  with 
a  round  hole  a  little  larger  than  the  neck  of  the 
bottle  cut  in  the  center  of  the  disk. 

Cover  the  ring  and  disks.  To  one  edge  of  the 
ring  sew  the  disk  containing  the  small  center 
hole.  Place  a  bottle  inside  the  box  formed  by 
the  union  of  the  disk  and  ring,  and  slip  the  disk 
containing  the  larger  center  hole  over  the  neck  of 
the  bottle  and  secure  it  at  the  upper  edge  of  the 
ring  by  sewing.  The  bottle,  with  the  exception 
of  the  neck,  will  then  be  entirely  inclosed  with 
raphia.  Tie  a  ribbon  around  the  neck  and  a 
pretty  toilet  article  is  the  result. 


96 


And  Primary  Schools 


Covered  Bottle 


97 


Hand  Work  for  Kindergartens 


Model  V.  —  Rattle 

FOUNDATION  :  —  One  pasteboard  ring,  3  in. 
wide,  \y2  in.  in  diameter. 

One  pasteboard  disk,  \l/2  in.  in  diameter,  with 
a  small  round  hole  cut  in  the  center. 

One  pasteboard  disk,  \l/2  in.  in  diameter,  with 
a  X  m-  round  hole  cut  in  the  center. 

One  section  of  a  dowel  stick,  6  in.  long  and  % 
in.  thick. 

Cover  the  ring,  disks,  and  stick.  Sew  the  disk 
containing  the  small  hole  to  one  edge  of  the  ring. 
Pass  one  end  of  the  dowel  stick  through  the  % 
in.  hole  in  the  other  disk  and  secure  it  firmly  in 
position  by  tying  or  gluing.  Place  several  but- 
tons or  other  small  objects  in  the  box  formed  by 
the  union  of  the  disk  and  ring.  Close  the  top  of 
the  box  by  sewing  to  the  rim  the  disk  contain- 
ing the  dowel  stick.  Pass  a  strand  of  raphia 
about  the  middle  of  the  box  and  fasten  it  with  a 
bow. 


And  Primary  Schools 


Rattle 


99 


Hand  Work  for  Kindergartens 


Model  VI.  —  Drinking  Glass  Case 

FOUNDATION  FOR  CASE  : — One  pasteboard  ring, 
3  in.  wide,  2^  in.  in  diameter. 

One  pasteboard  disk,  2^2  in.  in  diameter,  with 
a  small  round  hole  cut  in  the  center. 

FOUNDATION  FOR  COVER: — One  pasteboard  ring, 
i  in.  wide,  2^  in.  in  diameter. 

One  pasteboard  disk,  2?4  in.  in  diameter,  with 
a  small  round  hole  cut  in  the  center. 

After  covering  the  foundations  with  raphia, 
sew  the  2^  in.  disk  to  one  edge  of  the  2^/2  in. 
ring,  thus  forming  the  case.  Sew  the  2->4  in. 
disk  to  one  edge  of  the  2^  in.  ring,  thus  forming 
the  cover.  Wind  a  small  ring,  made  of  flat  or 
round  reed,  with  raphia.  Fasten  this  ring  to  the 
center  of  the  cover  and  the  case  is  complete. 


100 


And  Primary  Schools 


Drinking  Class  Case 


IOI 


Hand  Work  for  Kindergartens 


Model  VII.  —  Hairpin  Box 

FOUNDATION  FOR  Box: — One  pasteboard  ring, 

in.  wide,  1^/2  in.  in  diameter. 
One  pasteboard  disk,  \y2  in.  in  diameter,  with 
a  small  round  hole  cut  in  the  center. 

FOUNDATION  FOR  COVER  : — One  pasteboard  ring, 
y2  in.  wide,  i  y\  in.  in  diameter. 

One  pasteboard  disk,  i^  in.  in  diameter,  with 
a  small  round  hole  cut  in  the  center. 

Sew  the  \y2  in.  disk  to  one  edge  of  the  wide 
ring  and  the  i  ^  in.  disk  to  one  edge  of  the  nar- 
row ring,  after  all  are  covered  with  raphia  Wind 
a  small  brass  curtain  ring,  about  i  in.  in  diameter, 
with  raphia  and  fasten  the  ring  to  the  center  of 
the  cover. 


IO2 


And  Primary  Schools 


Hairpin  Bo.v 


I03 


Hand  Work  for  Kindergartens 


Model  VIII.  -  Cuff  Box 

FOUNDATION  FOR  Box  : — One  ring,  made  of  two 
thicknesses  of  bristol  board,  4^  in.  wide,  5  in.  in 
diameter. 

One  pasteboard  disk,  5  in.  in  diameter,  with 
a  ^2  in.  round  hole  cut  in  the  center. 

FOUNDATION  FOR  COVER  : — One  ash-splint  ring, 
i  in.  wide,  5^  in.  in  diameter. 

One  pasteboard  disk,  5^  in.  in  diameter,  with 
a  */2  in.  round  hole  cut  in  the  center. 

After  covering  the  rings  and  disks,  sew  the  5 
in.  disk  to  one  edge  of  the  wide  ring,  and  the  5%! 
in.  disk  to  one  edge  of  the  narrow  ring.  Fasten 
a  small  raphia-wound  ring  to  the  center  of  the 
cover. 


104 


And  Primary  Schools 


Cuff  Bo.v 


105 


Hand  Work  for  Kindergartens 


SERIES   VI 

Model  I.  —  Rings  for  Ring  Toss 

FOUNDATION  : — One  30  in.  length  of  round 
reed,  No.  8. 

Bend  the  reed  in  the  form  of  a  ring.  Lap  the 
ends  and  fasten  them  securely  together.  Take 
five  or  six  strands  of  dampened  raphia  and  wind 
them  all  together  about  the  ring.  Secure  the 
ends  by  winding  over  them.  Continue  to  use 
several  strands  of  raphia  at  once  until  the  ring  is 
of  the  desired  thickness. 


1 06 


And  Primary  Schools 


107 


Hand  Work  for  Kindergartens 


Model  II.  —  Napkin  Ring 

FOUNDATION: — One  hard  wood  slat,  7^  in. 
long,  }{  in.  wide. 

Soak  the  slat  until  it  is  pliable.  Bend  it  in 
the  form  of  a  ring.  Lap  the  ends  y2  in.  and 
wind  and  sew  them  securely  together.  Wind, 
at  one  time,  several  strands  of  raphia  about  the 
ring.  When  it  is  of  the  desired  thickness,  orna- 
ment the  ring  with  a  bow. 


1 08 


And  Primary  Schools 


Napkin  Ring 


109 


Hand  Work  for  Kindergartens 


Model  III.  —  Towel  Rings 

FOUNDATION  : — One  9  in.  and  two  1 9  in.  lengths 
of  round  reed,  No.  8. 

Soak  the  reeds  and  form  them  into  three  rings. 
Cover  each  ring,  using  several  strands  of  raphia 
at  a  time,  until  it  is  of  the  desired  thickness. 
Fasten  the  three  rings  together  with  raphia,  as 
shown  in  the  model,  and  ornament  with  bows. 


1 10 


And  Primary  Schools 


Towel  Rings 


I  I  I 


Hand  Work  for  Kindergartens 


SERIES  VII 

Model  I.  —  Whisk  Broom 

FOUNDATION  FOR  HANDLE: — One  8  in.  length 
of  round  reed,  No.  8. 

Lap  the  reed  and  sew  securely.  Wind  the  ring 
thus  formed  with  several  strands  of  raphia  at  a 
time  until  it  is  about  the  size  of  the  finger. 

Cut  many  strands  of  raphia,  14  in.  long.  Lay 
them  side  by  side  and  then  tie  them  all  together 
firmly  around  the  middle.  Pass  these  strands 
through  the  ring  to  the  place  where  the  raphia  is 
tied.  Then  bend  the  strands  down  and  wind  and 
tie  them  firmly  underneath  the  ring.  This  forms 
the  brush. 


I  12 


And  Primary  Schools 


Whisk  Broom 


Hand  Work  for  Kindergartens 


Model  II.  —  Broom 

FOUNDATION  FOR  HANDLE:  —  One  20  in.  length 
of  round  reed,  No.  2. 

Soak  the  reed.  Double  it  and  begin  to  wind  at 
the  open  end.  Wind  to  within  about  an  inch  of 
the  closed  end,  which  will  then  present  the  form 
of  a  loop.  See  Fig.  4. 

Cut  numerous  5  in.  lengths  of  raphia  and  insert 
the  base  of  the  handle  into  the  center  of  this 
bunch  of  strands.  Wind  and  tie  the  bunch 
securely  to  the  handle  about  half  an  inch  below 
the  top  end  of  the  strands. 


Fig.  4 


114 


And  Primary  Schools 


Broom 


Hand  Work  for  Kindergartens 


Model  III. -Doll 

Cut  many  strands  of  raphia,  22  in.  long.  Place 
these  side  by  side  and  wind  and  tie  all  together 
firmly  about  the  middle.  Double  the  strands, 
letting  the  place  where  they  arc  tied  together 
form  the  crown  of  the  doll's  head.  Before  tying 
down  for  the  neck,  separate  from  the  main  por- 
tion of  the  raphia  a  sufficient  quantity  for  the  hair. 
Cut  this  4  in.  long  and  bend  it  back  over  the  place 
where  the  whole  number  of  strands  are  tied  to- 
gether. One  and  three  fourths  inches  below  the 
crown  tie  the  raphia  again  to  represent  the  neck 
line.  Then  from  the  main  portion  separate 
strands  of  raphia  on  either  side  to  serve  as  arms. 
Cut  this  3  in.  long  and  wind  firmly  until  each 
arm  presents  the  desired  appearance.  Three 
inches  below  the  neck  tie  asfain  to  form  the  waist 

o 

line.  Use  ink  dots,  beads,  or  knots  of  worsted 
for  features.  Ornament  the  neck,  waist,  and  hair 
with  bows  of  narrow  ribbon  and  place  a  raphia- 
wound  hat  upon  the  head. 


116 


And  Primary  Schools 


Doll 


117 


Hand  Work  for  Kindergartens 


SERIES  VIII 

Miscellaneous  Objects 

Model  I.  —  Rap bia- Trimmed  Doll's  Hat 

The  trimming  consists  of  pompons  fastened 
around  the  crown  of  the  hat  and  a  bow  at  the 
back. 

The  pompons  are  made  in  the  following  man- 
ner: Take  two  circular  pasteboard  disks,  i  in.  in 
diameter,  cut  a  round  hole  in  the  center  of  each, 
about  y%  in.  wide.  Put  the  disks  together  so  that 
two  surfaces  coincide,  and  wind  with  raphia  until 
the  hole  in  the  center  is  completely  closed.  See 
Fig.  5.  Then  cut  the  raphia,  inserting  the  point 
of  the  shears  between  the  pasteboard  disks,  as 
shown  in  the  picture,  going  completely  around 
the  outer  edge  of  the  ring.  Spread  the  paste- 
board disks  slightly  apart  and  pass  a  strand  of 
raphia  between  them  and  completely  around  the 
rings.  Tie  as  tightly  as  possible  and  tear  off  the 
disks.  Trim  the  raphia  until  it  presents,  as  nearly 
as  possible,  the  form  of  a  ball.  Sew  the  balls 
around  the  crown  of  the  hat  and  fasten  a  bow  at 
the  back. 


118 


And  Primary  Schools 


119 


Hand  Work  for  Kindergartens 


Model  II.  —  Box 

FOUNDATION  FOR  Box  :  —  Two  pasteboard 
oblongs,  7  in.  x  2*^  in.  One  pasteboard  oblong, 
7  in.  x  3  in.  Two  pasteboard  oblongs,  3  in.  x 


FOUNDATION    FOR    COVER: — One  pasteboard 

oblong,  7/4  in-  x  3/4  in- 

Wind  all  the  oblongs  with  raphia  and  fasten 
all  together  in  the  form  of  a  box.  Fasten  the 
cover  with  raphia  hinges  and  ornament  it  with 
bows,  if  desired. 


120 


And  Primary  Schools 


Box 


121 


Hand  Work  for  Kindergartens 


Model  III.  -  -  "Jardiniere  or  Scrap  Basket 

FOUNDATION  FOR  SIDES: — Four  wedge  shaped 
pasteboards,  6  in.  long,  4  in.  wide  at  the  top,  and 
3  in.  wide  at  the  bottom. 

FOUNDATION  FOR  BOTTOM:  —  One  pasteboard 
square,  3  in.  x  3  in. 

Cover  the  pasteboards  and  fasten  them  together 
as  shown  in  the  model.  Ornament  with  ribbon 
or  raphia  bows,  if  desired. 


122 


And  Primary  Schools 


Jardiniere  or  Scrap  Basket 


I23 


Hand  Work  for  Kindergartens 


Model  IV.  -  Watch  Case 

FOUNDATION  :  —  Two  pasteboards,  8  in.  long, 
cut  in  the  form  of  a  shoe  sole,  with  a  long  narrow 
slit  running  through  the  center  of  each  from  toe 
to  heel. 

Cut  one  of  the  soles  in  two  on  its  shorter  diam- 
eter and  discard  the  portion  representing  the 
heel. 

Wind  the  pasteboards  with  raphia.  Use  a 
needle  and  pass  the  raphia  over  and  over  the 
boards,  going  through  the  center  slit  each  time, 
until  all  is  evenly  covered.  Fasten  the  two  parts 
together  as  shown  in  the  model. 


124 


And  Primary  Schools 


Watch  Case 


125 


Hand  Work  for  Kindergartens 


Models  V.  and  VI.  —  Picture  Mounts 

FOUNDATION  FOR  ROUND  FRAME:  —  One  disk 
made  of  mounting  board  of  the  desired  color, 
5  in.  in  diameter,  with  a  4  in.  round  hole  cut  in 
the  center. 

FOUNDATION  FOR  OBLONG  MOUNT  : —  One  card- 
board oblong,  7  in.  x  5  in. 

Punch  holes  in  the  edges  of  the  foundations  at 


*        *  ^^  -    ~* 

*       yst 


Picture  Mount 


126 


And  Primary  Schools 


short  intervals.  Thread  a  needle  with  raphia  and 
sew  over  and  over  about  the  edges  of  the  ring  and 
the  oblong  board.  After  going  completely  around 
the  edges  of  the  frames,  turn  them  and  sew  over 
and  over  in  the  opposite  direction  all  the  way 
around  again.  Ornament  each  one  with  bows 
and  hang  each  with  a  raphia  loop. 

Birch  bark  may  be  combined  with  raphia  in  a 
similar  manner  with  very  artistic  results. 


Picture  I\fomit 


12 


Hand  Work  for  Kindergartens 


Part  IV.— Drawing 

J?OR  the  cultivation  of  the  creative  faculty, 
purely  imaginative  drawing  has  an  important 
place  in  the  kindergarten.  Yet  this  drawing 
needs  to  be  supplemented  by  a  plan  in  which 
caprice  is  not  the  only  directing  factor.  Such  a 
plan  has  been  developed  in  the  exercises  which 
here  follow. 

Besides  their  value  in  developing  the  imagina- 
tion, these  exercises  will  be  found  useful  as  a 
preparation  for  writing,  and  as  a  means  of  cultivat- 
ing ideas  of  direction.  They  are  also  valuable  be- 
cause of  the  great  freedom  of  movement  required  in 
their  execution,  with  its  consequent  development 
of  the  child's  large  muscles  and  their  controlling 
nerve  centers.  To  secure  the  greatest  freedom 
of  arm  movement,  chalk  and  an  ordinary  school 
blackboard  should  be  used.  Very  satisfactory 
results  may  be  obtained,  however,  by  using  the 
Dove  marking  crayon  or  the  New  Era  oil  crayon 
and  large  sheets  of  manila  drawing  paper.  These 
crayons  are  so  large  that  the  child  is  obliged  to 
hold  them  loosely  and  a  cramped  position  of  the 


128 


And  Primary  Schools 


hand  is  almost  impossible.  They  may  be  pur- 
chased in  black,  red,  yellow,  and  blue.  Ordinary 
writing  ink  and  good  sized  Japanese  school 
brushes  may  be  substituted  for  the  crayons,  if 
desired. 

Series  I.  —  Curved  Line  Drawings 


Hoop 


129 


Hand  Work  for  Kindergartens 


Series  I.  —  Curved  Line  Drawings 


Bird's  Nest  with  Eggs 


I30 


And  Primary  Schools 


Series  I.  —  Curved  Line  Drawings 


Smoke 


Hand  Work  for  Kindergartens 


132 


And  Primary  Schools 


O 


133 


Hand  Work  for  Kindergartens 


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134 


And  Primary  Schools 


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Hand  Work  for  Kindergartens 


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136 


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J37 


Hand  Work  for  Kindergartens 


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138 


And  Primary  Schools 


Series  II.  —  Straight  Line  Drawings 
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Part  V.    Blue  Prints 


value  of  the  blue  print  in  the  kindergar- 
ten, aside  from  giving  the  child  pure  delight 
in  the  doing  of  the  thing,  is  to  foster  the  begin- 
nings of  artistic  taste. 

The  making  of  blue  prints  is  really  a  very 
simple  process.  All  the  work  can  be  done  by 
the  child,  and  the  results  are  much  more  really 
beautiful  than  those  usually  obtained  with  kin- 
dergarten materials.  The  child  is  obliged  to 
calculate  and  to  plan  in  order  to  secure  the  best 
effects  in  arrangement  of  design,  and  he  gets  no 
small  degree  of  muscular  exercise  in  placing, 
fastening,  holding,  exposing,  washing,  and  dry- 
ing of  the  prints.  He  is  so  completely  happy 
while  doing  this  work,  that  one  is  tempted  to 
give  it  more  than  its  rightful  share  in  the  kinder- 
garten curriculum. 

The  regulation  printing  frames  used  by  photog- 
raphers are  rather  expensive  ;  they  are  also  not 
easily  managed  by  the  child.  But  the  kinder- 


150 


And  Primary  Schools 


Hand  Work  for  Kindergartens 


gartner  can  readily  furnish  herself  with  the  nec- 
essary paraphernalia  at  slight  trouble  and  ex- 
pense. Have  a  number  of  pieces  of  glass,  about 
eight  inches  square,  cut  by  a  glazier, — common 
window  glass  will  do;  prepare  an  equal  number 
of  thick,  heavy  pasteboards,  the  size  of  the  squares ; 
buy  three  or  four  dozen  clothespin  clips,  a  pack- 
age of  blue  print  paper,  and  you  are  ready  for 
work. 

The  paper  can  be  obtained  at  any  photogra- 
phers' supply  store,  cut  into  small  sheets  ready  for 
use  and  carefully  put  up  in  boxes  or  envelopes; 
or  it  can  be  secured  in  large  sheets  and  cut  by 
the  kindergartner  herself.  In  the  latter  case, 
care  must  be  exercised  that  it  be  cut  only  in  a 
subdued  light.  It  is  best  preserved  if  wrapped 
in  black  paper,  put  into  a  covered  box,  and  stored 
in  a  dark  closet. 

Begin  by  letting  each  child  select  the  flowers, 
ferns,  or  grasses  which  he  wishes  for  his  picture. 
Have  these  laid  ready  at  hand  beside  him.  Place 
a  pasteboard  in  front  of  each  child  and  give 
every  one  a  piece  of  blue  print  paper,  which  is  to 
be  put  in  the  center  of  the  board.  The  grasses 
and  flowers  are  then  placed  upon  the  paper,  ac- 
cording to  each  child's  idea  of  artistic  arrange- 
ment. Give  a  square  of  glass  to  each  one  to  lay 
over  pasteboard,  paper,  and  flowers.  Then  have 


152 


And  Primary  Schools 


153 


Hand  Work  for  Kindergartens 


all — pasteboard,  glass,  paper,  and  flowers — care- 
fully lifted  from  the  table  and  firmly  fastened  to- 
gether by  clothespin  clips, — two  pins  will  do  if 
the  child  is  careful, — one  on  the  right-hand  and 
one  on  the  left-hand  side.  If  you  are  so  fortu- 
nate as  to  have  a  yard  or  an  outdoor  playground, 
by  all  means  let  the  children  expose  their  prints 
there,  otherwise  let  them  hold  their  designs  in 
the  patches  of  sunlight  in  the  kindergarten  room 
for  five  or  ten  minutes,  or  until  that  part  of  the 
paper  not  covered  by  the  flowers  or  grasses  turns 
a  grayish  blue. 

The  prints  are  then  ready  to  wash.  Each  child 
will  be  able  to  remove  the  clips,  take  off  the 
glass,  lift  the  paper  carefully  by  one  corner, — 
gently  shaking  off  the  flowers, — go  to  the  sink 
and  hold  his  print  under  the  faucet.  The  water 
should  run  gently  over  it  for  two  or  three 
minutes,  or  until  no  color  will  wash  from  that 
part  of  the  paper  previously  covered  by  the 
design.  The  print  may  then  be  placed  upon  the 
wall  or  windowpane  to  dry,  after  which  it  may 
be  pressed  in  a  book  for  a  short  time,  when  it 
will  be  ready  to  mount. 

Artistic  effects  may  be  secured  by  using  fresh 
flowers  and  ferns.  The  newly  gathered  flowers 
give  an  effect  of  shading  not  obtainable  when 
pressed  ones  are  used. 


And  Primary  Schools 


155 


Hand  Work  for  Kindergartens 


After  the  prints  are  made,  and  before  they  are 
mounted,  they  may  be  cut  into  circular  or  tri- 
angular forms  by  the  children,  or  torn  into  any 
artistic  shape  desired,  thus  giving  variety  to  the 
work. 


156 


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